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Do High Ability Students Disidentify With Science? A Descriptive Study Of U. S. Ninth Graders In 2009, Lori Andersen, Jason A. Chen
Do High Ability Students Disidentify With Science? A Descriptive Study Of U. S. Ninth Graders In 2009, Lori Andersen, Jason A. Chen
Articles
The present study describes science expectancy-value motivation classes within a nationally representative sample of students who were U.S. ninth graders in 2009. An expectancy-value model was the basis for science-specific profile indicators (self-efficacy, attainment value, utility value, interest-enjoyment value). Using exploratory latent class analysis, a four-class model was identified as the best model, based on model fit and interpretability. Although the low and typical profiles had uniform levels of indicators, the two high motivation profiles (high self-efficacy and high utility value) had mixed levels. The profile characterized by very high self-efficacy had lower values, while the profile characterized …
Maximizing The Impact Of Digital Supports In Mathematics Learning Support In Higher Education – An Overview Of The 9th Annual Imlsn Workshop, Cormac Breen, Anthony Cronin
Maximizing The Impact Of Digital Supports In Mathematics Learning Support In Higher Education – An Overview Of The 9th Annual Imlsn Workshop, Cormac Breen, Anthony Cronin
Articles
In this article we give a short description of the 9th Annual Workshop of the Irish Mathematics Learning Support Network (IMLSN). The workshop theme was ‘Maximizing the impact of digital supports in Mathematics Learning Support in Higher Education’. We briefly describe the Irish Mathematics Learning Support Network (IMLSN) and outline the factors that motivated this workshop theme. We will also discuss the presentations, some of the issues that were raised during the workshop and we close with some brief conclusions on this very successful event.
Investigating The Engagement Of Mature Students With Mathematics Learning Support, Cormac Breen, Michael Carr, Mark Prendergast
Investigating The Engagement Of Mature Students With Mathematics Learning Support, Cormac Breen, Michael Carr, Mark Prendergast
Articles
The Maths Learning Support Centre (MLSC) in the Dublin Institute of Technology (DIT) provides free mathematical support to all DIT students. This support is primarily delivered through a drop-in service, where students can receive one-to-one tuition, without an appointment, in any area of mathematics. In the first semester of the 2013/14 academic year, a significant proportion of students that availed of this drop-in service were mature students enrolled in Engineering programmes. This is of particular interest as mature students constitute a relatively small proportion of the total student body, motivating a deeper study of the reasons for the high levels …